Definition:

It is a short-term educational process by which employees learn technical knowledge and skills for a definite purpose. Moreover it bridges the Gap between the Job requirement and employees present specification.

The following are some of the importance of Training on Business Performance Increase Productivity Increase Profits Reduce Absenteeism

Improve Customer Satisfaction

Improve Motivation

TRAINING DEFINED
TRAINING

is a learning process that involves the acquisition of knowledge, sharpening of skills, concepts, rules, or changing of attitudes and behaviours to enhance the performance of employees.

What is training?

It is a planned learning experiences that teach workers how to effectively perform their current jobs.

Training and Development and Other HRM Functions

Availability of training can aid in recruitment

Recruitment

Provide an additional source of trainees Effective selection may reduce training needs

Training may permit hiring less-qualified applicants

Training aids in the achievement of performance Training and development may lead to higher pay Training may include a role for the union

Selection Performance Appraisal Compensation Management Labor Relations

A basis for assessing training needs and results

A basis for determining employees rate of pay Union cooperation can facilitate training efforts

The Scope of Training

Training
Effort

initiated by an organization to foster learning among its members. Tends to be narrowly focused and oriented toward short-term performance concerns.
Development
Effort

that is oriented more toward broadening an individuals skills for the future responsibilities.

Linking Organizational Strategies and Training

Training Dollars Spent by Employee Type

Learning: Types of Training

Required and Regular Training Job/Technical Training

Types of Training
Developmental and Innovative Training Interpersonal and Problem-Solving Training

Training methods

Off-the

job On-the job

The Systems Approach to Training and Development

Four

Phases

Needs

assessment Program design Implementation Evaluation

Systems Model of Training

Phase 1: Conducting the Needs Assessment

Organization Analysis An examination of the environment, strategies, and resources of the organization to determine where training emphasis should be placed. Task Analysis The process of determining what the content of a training program should be on the basis of a study of the tasks and duties involved in the job. Person Analysis A determination of the specific individuals who need training.

HRM 1
Notes on Rapid Needs Assessment
NOTE 1: Look at the problem scope.
NOTE 2: Do organizational scanning. NOTE 3: Play give and take.

NOTE 4: Check lost and found.

NOTE 5: Use plain talk. NOTE 6: Use the Web.

NOTE 7: Use rapid prototyping.

NOTE 8: Seek out exemplars.
.

Phase 2: Designing the Training Program

Issues in training design
Instructional objectives
Trainee readiness and motivation

Principles of learning Characteristics of successful trainers

Phase 2: Designing the Training Program

Instructional
Represent

Objectives

the desired outcomes of a training program

Performance-centered objectives

Provide

a basis for choosing methods and materials and for selecting the means for assessing whether the instruction will be successful.

Trainee Readiness and Motivation

Strategies
Use

for Creating a Motivated Training Environment:

positive reinforcement. Eliminate threats and punishment. Be flexible. Have participants set personal goals. Design interesting instruction. Break down physical and psychological obstacles to learning.

Principles of Learning

Principles of Learning
Focus on learning and transfer
Goal setting - Whats the value? Meaningfulness of presentation Behavioral modeling Recognition of individual learning differences

Principles of Learning (contd)

Focus on method and process
Active practice and repetition Whole versus-part learning Massed-vs-distributed learning Feedback and reinforcement

Feedback and Reinforcement

Behavior
The

Modification

technique that operates on the principle that behavior that is rewarded, or positively reinforced, is repeated more frequently, whereas behavior that is penalized or unrewarded will decrease in frequency.

Characteristics of Successful Instructors

Knowledge Adaptability Sincerity

of the subject

Sense

of humor Interest Clear instructions Individual assistance Enthusiasm

Phase 3: Implementing the Training Program

Choosing the instructional method
Nature of training Type of trainees Organizational extent of training

Importance of training outcomes

Training Methods for Nonmanagerial Employees

On-the-Job Training (OJT) Apprenticeship Training Cooperative Training, Internships, and Governmental Training Classroom Instruction Programmed Instruction Audiovisual Methods Computer-based Training and E-Learning Simulation Method

Training Methods for Nonmanagerial Employees (contd)

On-the-job training (OJT) Method by which employees are given hands-on experience with instructions from their supervisor or other trainer. Drawbacks

The lack of a well-structured training environment

Poor training skills of managers

The absence of well-defined job performance criteria

On-the-Job Training
Overcoming
1.

OJT training problems

Develop realistic goals and/or measures for each OJT area. Plan a specific training schedule for each trainee, including set periods for evaluation and feedback. Help managers establish a nonthreatening atmosphere conducive to learning.

2.

3.

4.

Conduct periodic evaluations, after training is completed, to prevent regression.

HRM 3
The PROPER Way to Do On-the-Job Training

Source: Scott Snell, Cornell University.

What do you hope to learn from this seminar?

Training Methods for Nonmanagerial Employees (contd)

Apprenticeship
A

training

system of training in which a worker entering the skilled trades is given thorough instruction and experience, both on and off the job, in the practical and theoretical aspects of the work.

Cooperative
A

Training

training program that combines practical on-the-job experience with formal educational classes.

Training Methods for Nonmanagerial Employees (contd)

Internship Programs Are jointly sponsored by colleges, universities, and other organizations that offer students the opportunity to gain real-life experience while allowing them to find out how they will perform in work organizations. Classroom Instruction Enables the maximum number of trainees to be handled by the minimum number of instructors. Blended learninglectures and demonstrations are combined with films, DVDs, and videotapes or computer instruction.

Training Methods for Nonmanagerial Employees (contd)

Programmed Instruction Referred to as self-directed learninginvolves the use of books, manuals, or computers to break down subject matter content into highly organized, logical sequences that demand continuous response on the part of the trainee. Audiovisual Methods Technologies, such as CDs and DVDs, are used to teach skills and procedures by illustrating the steps in a procedure or interpersonal relations.

Training Methods for Nonmanagerial Employees (contd)

E-Learning
Learning

that takes place via electronic media such web and computer-based training (CBT) Allows the firm to bring the training to employees Allows employees to customize their own learning in their own time and space Provides continuously updated training materials.

E-Learning Advantages (contd)

It is easier to change a web site than to retype, photocopy, and distribute new classroom-training materials. Record keeping is facilitated. The training can be cost-effective if used for both large and small numbers of employees.

Training Methods for Nonmanagerial Employees (contd)

Simulation
The

simulation method emphasizes realism in equipment and its operation at minimum cost and maximum safety. Used when it is either impractical or unwise to train employees on the actual equipment used on the job.

Training Methods for Management Development

On-the-Job

Experiences Seminars and Conferences Case Studies Management Games Role Playing Behavior Modeling

On-the-Job Experiences

Coaching Understudy Assignment Job Rotation Lateral Transfer Special Projects Action Learning Staff Meetings Planned Career Progressions

Role Playing
Successful

role play requires that

instructors:
Ensure

that group members are comfortable with each other. and prepare the role players by introducing a specific situation.

Select

To

help participants prepare, ask them to describe potential characters.

that volunteers make better role

Realize

Role Playing (contd)

Successful

role play requires that

instructors:
Prepare

the observers by giving them specific tasks (such as evaluation or feedback). the role-play enactment through its bumps (because it is not scripted). it short. the enactment and prepare

Guide

Keep

Discuss

Behavior Modeling
Behavior
An

Modeling

approach that demonstrates desired behavior and gives trainees the chance to practice and role-play those behaviors and receive feedback. Involves four basic components:

Learning points Model Practice and role play Feedback and reinforcement

Phase 4: Evaluating the Training Program

Measuring program effectiveness
Criterion 1: Trainee reactions Criterion 2: Extent of learning Criterion 3: Learning transfer to job Criterion 4: Results assessment

Levels of Training Evaluation

Criteria for Evaluating Training

Criterion 1: Reactions

Participant Reactions. The simplest and most common approach to training evaluation is assessing trainees. Potential questions might include the following: What were your learning goals for this program? Did you achieve them? Did you like this program? Would you recommend it to others who have similar learning goals? What suggestions do you have for improving the program?

Criterion 2: Learning
Checking
Testing

to see whether they actually learned anything.

knowledge and skills before beginning a training program gives a baseline standard on trainees that can be measured again after training to determine improvement. However, in addition to testing trainees, test employees who did not attend the training to estimate the differential effect of the training.

Criterion 3: Behavior
Transfer

of Training

Effective application of principles learned to what is required on the job.

Maximizing
1. 2. 3. 4.

the Transfer of Training

Feature identical elements Focus on general principles Establish a climate for transfer. Give employees transfer strategies

Criterion 4: Results or Return on Investment (ROI)

Utility

of Training Programs.

Calculating the benefits derived from training:

How much did quality improve because of the training program? How much has it contributed to profits? What reduction in turnover and wasted materials did the company get after training? How much has productivity increased and by how much have costs been reduced?

Criterion 4: Results or Return on Investment (ROI)

Return

on Investment

Viewing

training in terms of the extent to which it provides knowledge and skills that create a competitive advantage and a culture that is ready for continuous change. ROI = Results/Training Costs
If the ROI ratio is >1, the benefits of the training exceed the cost of the program If the ROI ratio is <1, the costs of the training exceed the benefits.

Criterion 4: Results (contd)

Benchmarking

The process of measuring ones own services and practices against the recognized leaders in order to identify areas for improvement. 1. Training activity: How much training is occurring? 2. Training results: Do training and development achieve their goals? 3. Training efficiency: Are resources utilized in the pursuit of this mission?

Criterion 4: Results (contd)

Demings
1.

Benchmarking Model

Plan: conduct a self-audit to identify areas for benchmarking. Do: collect data about activities. Check: Analyze data. Act: Establish goals, implement changes, monitor progress, and redefine benchmarks.

2. 3. 4.

Special Training and Development Topics

Organization-wide training programs
Orientation training Basic skills training Team and cross-training Diversity training

Special Topics in Training and Development (contd)

Orientation

A formal process of familiarizing new employees with the organization, their jobs, and their work units. Benefits:
1. 2. 3. 4. 5.

Lower turnover Increased productivity Improved employee morale Lower recruiting and training costs Facilitation of learning

Special Topics in Training and Development (contd)

Basic

Skills Training

Basic

skills have become essential occupational qualifications, having profound implications for product quality, customer service, internal efficiency, and workplace and environmental safety.

Typical

basic skills:

Reading,

writing, computing, speaking, listening, problem solving, managing oneself, knowing how to learn, working as part of a team, leading others.

Special Topics in Training and Development (contd)

To implement a successful program in basic and remedial skills: 1. Explain to employees why and how the training will help them in their jobs. 2. Relate the training to the employees goals. 3. Respect and consider participant experiences, and use these as a resource. 4. Use a task-centered or problem-centered approach so that participants learn by doing. 5. Give feedback on progress toward meeting learning objectives.

Special Topics in Training and Development (contd)

Team
1.

Training Issues

2.

3.

4.

Team building is a difficult and comprehensive process. Team development is not always a linear sequence of forming, storming, norming, and performing. Additional training is required to assimilate new members. Behavioral and process skills need to be acquired through participative exercises.

Special Topics in Training and Development (contd)

Cross-Training
The

process of training employees to do multiple jobs within an organization

Gives firms flexible capacity. Cuts turnover Increase productivity Pares down labor costs Lays the foundation for careers rather than dead-end jobs.

Systems Model of Training

DEVELOPMENT DEFINED

DEVELOPMENT, on the other hand, helps the individual handle future responsibilities, with less emphasis on present job duties.

Need and basic purposes of training

To Increase Productivity To Improve Quality To Help a Company Fulfil Its Future Personnel Needs To Improve Organizational Climate To Improve Health and Safety Obsolescence Prevention Personal Growth

The Benefits of Training

How Training Benefits the Organisation v Leads to improved profitability and/or more positive attitudes towards profit orientation. v Improves the job knowledge and skills at all levels of the organization. v Improves the morale of the work force. v Helps people identify with organisational goals. v Helps create a better corporate image.

The Benefits of Training

v Aids in organisational development. v Helps prepare guidelines for work. v Aids in understanding and carrying out organisational policies. v Provides information for future needs in all areas of the organisation. v Organization gets more effective decision making and problem solving. Aids in developing leadership skills, motivation, loyalty, better attitudes, and other aspects that successful workers and managers usually display.

The Benefits of Training

v Aids in increasing productivity and/or quality of work. v Helps keep costs down in many areas, e.g., production, personnel, administration, etc. v Develops a sense of responsibility to the organisation for being competent and knowledgeable. Improves labour-management relations and creates an appropriate climate for growth, communication.

The Benefits of Training

v

Reduces outside consulting costs by utilising competent internal consulting. v Stimulates preventive management as opposed to putting out fires. v Eliminates sub-optimal behaviour. v Helps employees adjust to change. Aids in handling conflict, thereby helping to prevent stress and tension.

Benefits to the Individual

v Helps the individual in making better decisions and effective problem solving vThrough training and development, motivational variables of recognition, achievement, growth, responsibility and advancement are internalised and operationalised. Aids in encouraging and achieving selfdevelopment and self-confidence.

Benefits to the Individual

v Helps a person handle stress, tension, frustration and conflict. v Provides information for improving leadership knowledge, communication skills, and attitudes. v Increases job satisfaction and recognition. v Moves a person towards personal goals while improving interaction skills. v Satisfies personal needs of the trainee.

Benefits to the Individual

v

Provides trainee an avenue for growth and a say in his/her own future. vDevelops a sense of growth in learning. v Helps a person develop speaking and listening skills; also writing skills when exercises are required. vHelps eliminate fear in attempting new tasks.

Benefits in Intra and Intergroup Relations

Improves communication between groups and individuals. Improves interpersonal skills. Makes organisation policies, rules and regulations viable. Improves morale. Builds cohesiveness in groups. Provides a good climate for learning, growth, and coordination. Makes the organisation a better place to work.

Training Concepts

Ability: The physical and mental capacity to perform a task. Action learning: Training method that involves giving teams or work groups a problem, having them work on solving it and committing to an action plan, and then holding them accountable for carrying out the plan. Action plan: A written document detailing steps that a trainee and his manager will take to ensure that training transfers to the job

Training Concepts
Action planning: An employees process of determining how he will achieve his short-and long-term career goals. Assessment: The collecting of information and providing of feedback to employees about their behavior communication style, or skills. Assessment center: A process in which multiple rates or evaluators (also known as assessors) evaluate employees, performances on a number of exercises.

Training Concepts

Attitude: Combination of beliefs and feelings that predispose a person to behave in a certain way. Attitude awareness and change program: Program focusing on increasing employees awareness of their attitudes toward differences in cultural and ethic backgrounds, physical characteristics (e.g., disabilities), and personal characteristics that influence behavior towards others. Basic skills: Skills necessary for employees to perform their jobs and learn the content of training programs.

Training Concepts

Behavior based conflict: Conflict occurring when an employees behavior in work roles is not appropriate in non-work roles. Behavior based program: Program focusing on changing the organization policies and individual behaviors that inhibit employees personal growth and productivity. Behavior modeling: A training method in which trainees are presented with a model who demonstrates key behaviors to replicate and provides them with the opportunity to practice those key behaviors

Training Concepts

Benchmarking: The use of information about other companies training practices to help determine the appropriate type, level, and frequency gains from a training program. Benchmarks: A research instrument designed to measure important factors in being a successful manager. Benefits: What of value the company gains from a training program.

Training Concepts

Blended learning: Learning involving a combination of online learning, face-to-face instruction, and other methods. Career: The pattern of work related experiences that span the course of a persons life. Career development: The process by which employees progress through a series of stages, each characterized by a different set of developmental tasks, activities, and relationships.

Training Concepts
Career

insight: The degree to which employees know about their interests as well as their skills strengths and weaknesses, the awareness of how these perceptions relate to their career goals.

Training Concepts

Career management: The process through which employees Become aware of their interests, values, strengths, and weaknesses Get information about job opportunities within a company Identify career goals Establish action plans to achieve career goals Career path: A sequence of job positions involving similar types of work and skills that employees move through in company.

Training Concepts

Case study: A description of how employees or an organization dealt with a situation. Change: The adoption of a new idea or behavior by a company Change management: The process of ensuring that new interventions such as training practices are accepted and used by employees and managers.

Training Concepts

Coach: A peer or manager who works with an employee to motivate him, develop skills, and provide reinforcement and feedback. Cognitive ability: Outcomes used to measure what knowledge trainees learned in a training program. Competency: An area of personal capability that enables an employee to perform his job.

Training Concepts

Competency model: A model identifying the competencies necessary for each job as well as the knowledge, skills, behavior, and personal characteristics underlying each competency. Competitive advantage: An upper hand over other firms in an industry. Competitiveness: A companys ability to maintain and gain market share in an industry.

Training Concepts

Computer based training (CBT): An interactive training experience in which the computer provides the learning stimulus, the trainee must respond, and the computer analyzes responses and provides feedback to the trainee. Continuous learning: A learning system in which employees are required to understand the entire work system including the relationship among their jobs, their work units, and the company. Also, employees are expected to acquire new skills and knowledge, apply them on the job, and share this information with fellow workers.

Training Concepts

Cost benefit analysis: The process of determining the economic benefits of a training program using accounting methods. Course objectives (lesson objectives): The expected behaviors, content, conditions, and standards of a training course or lesson; more specific than program objectives. Course parameters: General information about a training program including

Training Concepts

Criterion deficiency: The failure to measure training outcomes that were emphasized in training objectives. Cross training: Training method in which team members understand and practice each others skills so that members are prepared to step in and take another members place should he temporarily or permanently leave the team. Also, more simply, training employees to learn the skills of one or several additional jobs.

Training Concepts
Culture:

A set of assumptions group members share about the world and how it works as well as ideals worth striving for.

Training Concepts

Development: Formal education, job experiences, relationships, and assessments of personality and abilities that help employees prepare for the future. Distance learning: Training method in which geographically dispersed companies provide information about new products, policies, or procedures as well as skills training and expert lectures to field locations. E learning: Instruction and delivery of training by computer online through the Internet or Web.

Training Concepts
Empowerment:

Giving employee responsibility and authority to make decisions regarding product development or customer service

Training Concepts

Evaluation design: Designation of what information is to be collected, from whom, when, and how to determine trainings effectiveness. Feedback: Information employees receive while they are performing concerning how well they are meeting objectives. Formative evaluation: Evaluation conducted to improve the training process. Usually conducted before and during the training process

Training Concepts

Glass ceiling: A barrier to advancement to an organizations higher levels. Goal: What a company hopes to achieve in the medium-to-long-term future. Goal orientation: A trainees goals in a learning situation. Goal setting: An employees process of developing short-and long-term career objectives.

Training Concepts

Group mentoring program: Program in which a successful senior employee is paired with a group of four to six less experienced protgs to help them understand the organization, guide them in analyzing their experiences, and help them clarify career directions. Hands-on method: Training method in which the trainee is actively involved in learning. High-leverage training: Training that uses an instructional design process to ensure that it is effective and that compares or benchmarks the companys training programs against other companies

Training Concepts

High-potential employee: An employee whom the company believes is capable of succeeding in a higher-level managerial position. Human resource management: The policies, practices, and systems that influence employees behavior, attitudes, and performance. Human resource management (HRM) practices: Management activities relating to investments in staffing, performance management, training, and compensation and benefits.

Training Concepts

Human resource planning: The identification, analysis, forecasting, and planning of changes needed in a companys human resources area. Intellectual capital: Cognitive knowledge, advanced skills, system understanding and creativity, and self motivated creativity. Intellectual skills: Mastery of concepts and rules. Internet-based training: Training delivered on public or private computer networks and displayed by a web browser. Intranet based training: Training delivered using a companys own computer network or server.

Training Concepts

Job: A specific position requiring completion of certain tasks. Job analysis: The process of developing a description of the job (duties, tasks, and responsibilities) and the specifications (knowledge, skills and abilities) that an employee must have to perform it. Job enlargement: The adding of challenges or new responsibilities to an employees current job.

Training Concepts

Job experience: The relationship, problems, demands, tasks, and other features that an employee faces on the job. Key behavior: One of a set of behaviors that is necessary to complete a task. Important part of behavior modeling training. Knowledge: Facts or procedures. What individuals or teams of employees know or know how to do (human and social knowledge); also a companys rules, processes, tools, and routines (structured knowledge).

Training Concepts

Knowledge management: The process of enhancing company performance by designing and implementing tools, processes, systems, structures, and cultures to improve the creating, sharing, and use of knowledge. Knowledge workers: Employees who own the means of producing a product or service. These employees have a specialized body of knowledge or expertise, which they use to perform their jobs and contribute to company effectiveness.

Training Concepts

Learning: A relatively permanent change in human capabilities that does not result from growth processes. Learning organization: A company that has an enhanced capacity to learn, adapt, and change; an organization whose employees continuously attempt to learn new things and then apply what they have learned to improve product or service quality.

Training Concepts

Lecture: Training method in which the trainer communicates through spoken words that trainees are supposed to learn. Manager support: Trainees managers. Emphasizing the importance of attending training programs Stressing the application of training content on the job. Mentor: An experienced, productive senior employee who helps develop a less experienced employee (a protg).

Training Concepts

Metacognition: A learning strategy whereby trainees direct their attention to their own learning process. Mission: A companys long-term reason for existing. Modeling: Having employees who have mastered the desired learning outcomes demonstrate them for trainees. Motivation to learn: A trainees desire to learn the content of a training program.

Training Concepts

Motor skills: Coordination of physical movements. Multimedia training: Training that combines audiovisual training methods with computer based training. Near transfer: A trainees ability to apply learned capabilities exactly to the work situation. Need: A deficiency that a person is experiencing at any point in times. Needs assessment: The process used to determine if training is necessary. The first step in the instrumental system design model.

Training Concepts

Norms: Accepted standards of behavior for workgroup members. Objective: The purpose and expected outcome of training activities. Obsolescence: A reduction in an employees competence resulting from a lack of knowledge of new work processes, techniques, and technologies that have developed since he completed his education. On-the-job training (OJT): Training in which new or inexperienced employees learn through first observing peers or managers performing the job and then trying to imitate their behavior.

Training Concepts

Opportunity to perform: The chance to use learned capabilities. Organization development: A planned, systematic change process that uses behavioral sciences knowledge and techniques to improve a companys effectiveness by improving relationships and increasing learning and problems solving capabilities. Organizational analysis: Training analysis involving determining the appropriateness of training, considering the context in which training will occur.

Training Concepts

Organizational socialization: The process of transforming new employees into effective company members. Its phases are anticipatory socialization, encounter, and settling in. Organizing: A learning strategy that requires the learner to find similarities and themes in the training materials. Outsourcing: The use of external supplies to provide training services. Perception: The ability to organize a message from the environment so that it can be processed and acted upon.

Training Concepts

Performance appraisal: The process of measuring an employees performance. Person analysis: Training analysis involving Determining whether performance deficiencies result from lack of knowledge, skill, or ability or else from a motivational or work-design problem. Identifying who needs training, Determining employees readiness for training

Training Concepts

Person characteristics: An employees knowledge, skill, ability, behavior, or attitude. Practice: An employees demonstration of a learned capability; the physical or mental rehearsal of a task, knowledge, or skill to achieve proficiency in performing the task or skill or demonstrating the knowledge. Pretest/posttest: An evaluation design in which both pretraining and post training outcomes measures are collected. Pretraining measure: A baseline measure of outcomes.

Training Concepts

Program design: The organization and coordination of the training program. Program Objectives: Broad summary statements of a programs purpose. Psychological success: A feeling of pride and accomplishment that comes from achieving life goals. Reaction outcomes: A trainees perceptions of a training program, including perceptions of the facilities, trainers, and content. Readability: Written materials level of difficulty.

Training Concepts

Readiness for training: The condition of Employees having the personal characteristics necessary to learn program content and apply it on the job and The work environment facilitation learning and not interfering with performance. Reengineering: A complete review and redesign

of critical processes to make them more efficient and able to deliver higher quality. Structure/ Process/Innovation Re-Structuring / Re-inventing Small/Better/Different

Training Concepts

Rehearsal: A learning strategy focusing on learning through repetition (memorization). Self-Management: Persons attempt to control certain aspects of his decision-making and behavior. Simulation: A training method that represents a real life situation, with trainees decisions resulting in outcomes that mirror what would happen if they were on the job.

Training Concepts

Skill: Competency in performing a task. Skill-based outcomes: Outcomes used to assess the level of technical or motor skills or behavior; include skill acquisition or learning and on-the-job use of skills. Social learning theory: Theory emphasizing that people learn by observing other persons (models) who they believe are credible and knowledgeable. Social support: Feedback and reinforcement from managers and peers. Socialization: Sharing tacit knowledge by sharing experiences.

Training Concepts

Stakeholders: The parties with an interest in a companys success (include shareholders, employees, customers, and the community). Subject matter expert (SME): Person who is knowledgeable of Training issue, Knowledge, skills, and abilities required for task performance, Necessary equipment, and Conditions under which tasks have to be performed Summative evaluation: Evaluation of the extent that trainees have changed as -a result of participating in a training program.

Training Concepts

Synchronous communication: Communication in which trainers, experts, and learners interact with each other live and in real time in the same way as they would in face to face classroom instruction. Team leader training: Training that a team manager or facilitator receives. Team training: Training method that involves coordinating the performances of individuals who work together to achieve a common goal.

Training Concepts

Trainee characteristics: The abilities and motivation that affect learning. Training: A companys planned effort to facilitate employees learning of job-related competencies. Training administration: Coordination of activities before, during, and after a training program. Training context: The physical, intellectual, and emotional environment in which training occurs. Training design: Characteristics of the learning, and enabling environment.

Training Concepts

Training design process: A systematic approach to development training programs. Its six steps include conducting needs assessment, ensuring employees readiness for training, creating a learning environment, ensuring transfer of training, selecting training methods, and evaluating training programs. Training effectiveness: Benefits that a company and its trainees receive from training.

Training Concepts

Training evaluation: The process of collecting the outcomes needed to determine if training has been effective. Training outcomes (Criteria): Measures that a company and its trainer use to evaluate training programs. Training site: The place where training is conducted. Transfer of training: Trainees applying learned capabilities gained in training to their jobs. Work environment: On-the-job factors that influence transfer of training.

The following are some of the benefits of Training on Individuals Performance

Helps the Individual in Decision Making

Helps in achieving Personal and Organizational Goals Helps the person to handle Stress, Frustration and Conflict. Improves Negotiation Skills

Improves Self-confidence
Helps the employees to adjust according to the change

This is a process to find the Gap between the skills required to perform a job and the skills the employee have.By this we can clarify our objectives.

Training Need = Required skills-skills used

Steps to be followed during Training Need Analysis:

First we have to fit our Business Goals and then we have to find the necessary skills required to satisfy our Goals

Find the people whom you want to train and how best to reach them.
Find whether the employee accept training and the methods that fit their needs. Take the decision regarding the Training process, which fits the organization .

Identify the trainee and fix the remuneration.

Types of Training Resources

There are two types of Training Resources. They are 1) In-House Delivery 2) External Delivery

In-House Delivery
In this the Supervisor will give Training to his Subordinates. Advantages: o It is very cheap o Designed according to the business needs

o time effective
Disadvantages: o Employees might not take the Training seriously oThe organization might not have a suitable Trainee

External Delivery
In this type a Trainer will come from other organization (or) Institute (or) Consultancy and train the Trainees. Advantages: o The Trainers are specialists o They train according to the best and current practices

Disadvantages:
o It is difficult to find a perfect Trainer o Sending al the team members for Training can stop the work o It is costly

People are interested in different ways of learning, so match your employees Training methods to your Training process which increases the learning and reduce your Training period. Peoples preferred Training ways can be broadly divided into types, as 1) Active 2) Passive Active ways are learning are by:

using initiative
doing exploring testing

Passive ways of learning are by:

Observing Questioning

Interpreting
Reviewing

Ways to Maximize the Impact of Training

Discuss with the staff why they were selected for the program
and discuss the benefits organization. By this the individuals shift perspective from Purely Personal to Organizational. Discuss with participants, how they might benefit from the program. Discuss with the employees regarding their Punctuality, Attendance and Participation in the Training program. If the Training program is more than one day long, be sure that the participants brief their Managers regarding the progresses.

Participants should identify what was covered during the day, what they have learned and how it is useful while performing in his job.

 Discuss all the uncertainties that arise, and help Participants identify examples of learning points in application on the job. After the Training Program meet the Participants and review the valuable learning's, situations where they are going to use New Technology, suggestions to improve the program. Discuss with the employees, how the Training Process helps in Organizational improvement.

Management Development: It is a process of development by which Managers improve their abilities to manage.

Manager: A person who perform all or some of the basic functions of management to some degree regularly or occasionally.

Objectives of Management Development:

To improve the performance of Managers.

To identify persons with required qualifications and prepare them for senior positions. To improve the Morale of members in the management group. To create the management Succession which can take over in case of contingencies. To understand the problems of Human Relations and improve Human Relation skills. To improve Creative Thinking. To update the employees toward the changes and developments in their respective field.

To improve the analytical ability.

Managers Needs:

Decision Making Skills

Interpersonal Skills Job Knowledge Organizational Knowledge Specific Individual Knowledge

General Knowledge